Most children engage with a range of popular cultural forms outside of school. Their experiences with film, television, computer games and other cultural texts are very motivating, but often find no place within the official curriculum, where children are usually restricted to conventional forms of literacy. This book demonstrates how to use children's interests in popular culture to develop literacy in the primary classroom. The authors provide a theoretical basis for such work through an exploration of related theory and research, drawing from the fields of education, sociology and cultural studies. Teachers are often concerned about issues of sexism, racism, violence and commercialism within the disco



In 1990, Paul Willis presented the readers of Common Culture with an interesting set of statistics:

5% of the UK population attend the theatre, opera or ballet.

4% of the UK population attend museums or art galleries.

2% of the UK working class attend any of the above …

98% of the population watch TV on average for over 25 hours a week.

(Willis, 1990, p. ix)

Comparative figures from the 1998 edition of Social Trends suggests that this picture has changed somewhat, as it reports that 11 per cent of the UK working-class now attend the theatre and art galleries. However, this increase is not enough to suggest that the working classes are at last, as Arnold, Leavis and Hoggart might have wished, seeing the error of their ways ...

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